Decoloniality, identity and the third space : The case of students’ experiences of well-being from an indigenous knowledge system university programme in south africa

Martinez Vargas, Carmen and Ndou, Unarine Emmanuel and Makhanikhe, Justice and Madima, Thizwilondi (2025) Decoloniality, identity and the third space : The case of students’ experiences of well-being from an indigenous knowledge system university programme in south africa. International Journal of Educational Research, 130: 102547. ISSN 0883-0355

Abstract

This paper investigates the dimensions of well-being experienced by students in an Indigenous University programme at a historically disadvantaged South African university. It situates its analysis within the broader decolonial debate in Higher Education, which seeks to address colonial legacies and inequalities, particularly in Global South contexts like South Africa. Despite the significance of these debates, the paper highlights a gap in attention towards emerging decolonial Higher Education initiatives. The theoretical framework employs Medina's (2012) kaleidoscope metaphor to integrate structural and self-identity aspects of well-being, capturing the dynamic negotiations of capabilities within the Indigenous University programme. This metaphor provides a ‘third space’ where students navigate cultural oppressions and opportunities, shaping their identities in a fluid and ever-changing educational landscape. Findings suggest that such university degrees may align with moderate decolonial views, rooted in local understandings of well-being. This alignment facilitates an embodied hybridity in students, allowing them to navigate between Indigenous and Western paradigms of knowledge and existence. The study acknowledges its findings may not be universally representative but offers a theoretical contribution by merging the Capabilities Approach with structuralist and individualist perspectives. It provides a nuanced view of student experiences and self-perception in South African universities, emphasizing the potential of decolonial educational initiatives to foster dynamic approaches to well-being. In conclusion, the paper underscores the importance of these programmes in promoting educational well-being, acknowledging the complex, hybrid nature of students' experiences in a globalized higher education system